The primary goal of the current study was to re-evaluate, revise, and abbreviate alternate forms of the Situational Assessment of Leadership: Student Assessment (SALSA©) developed by Grant (2009). Archival response sets collected from individuals with extensive experience in leadership who were administered either the full-length SALSA© or Form A or B in previous studies. A total of 80 individual response sets comprised the final sample. Items were categorized by p-value and Subject Matter Expert ratings gathered from the previous study. Items were then selected based on a combination of difficulty and item-total correlation (ITC) values. Selected items were paired based on ITC, and randomly assigned to either Form A or Form B. The newly created forms yielded acceptable alpha coefficients, indicating satisfactory reliability. The coefficient of equivalence between the two forms was high, indicating that the two tests are acceptable alternate forms of the SALSA©.
","abstract_html":"<p>The primary goal of the current study was to re-evaluate, revise, and abbreviate alternate forms of the Situational Assessment of Leadership: Student Assessment (SALSA©) developed by Grant (2009). Archival response sets collected from individuals with extensive experience in leadership who were administered either the full-length SALSA© or Form A or B in previous studies. A total of 80 individual response sets comprised the final sample. Items were categorized by p-value and Subject Matter Expert ratings gathered from the previous study. Items were then selected based on a combination of difficulty and item-total correlation (ITC) values. Selected items were paired based on ITC, and randomly assigned to either Form A or Form B. The newly created forms yielded acceptable alpha coefficients, indicating satisfactory reliability. The coefficient of equivalence between the two forms was high, indicating that the two tests are acceptable alternate forms of the SALSA©.</p>","abstract_has_math":false,"creators":["Wade, Ashley N."],"institution":null,"degree_name":"Master of Arts","degree_level":null,"degree_discipline":"Department of Psychology","degree_department":null,"school":null,"contributors":["Dr. Elizabeth Schoenfelt (Director), Dr. Reagan Brown, Dr. Andrew Mienaltowski"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-05-01T07:00:00Z","date_published":"2011-05-01T07:00:00Z","updated_at":"2026-07-24T06:08:09Z","subjects":["judgment tests assessment","educational leadership","situational assessment","Personality and Social Contexts","Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.wku.edu/theses/1059","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Elizabeth Schoenfelt (Director), Dr. Reagan Brown, Dr. Andrew Mienaltowski"]},{"key":"dc:creator","label":"Author","values":["Wade, Ashley N."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Department of Psychology"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["judgment tests assessment","educational leadership","situational assessment","Personality and Social Contexts","Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.wku.edu/theses/1059"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The primary goal of the current study was to re-evaluate, revise, and abbreviate alternate forms of the Situational Assessment of Leadership: Student Assessment (SALSA©) developed by Grant (2009). Archival response sets collected from individuals with extensive experience in leadership who were administered either the full-length SALSA© or Form A or B in previous studies. A total of 80 individual response sets comprised the final sample. Items were categorized by p-value and Subject Matter Expert ratings gathered from the previous study. Items were then selected based on a combination of difficulty and item-total correlation (ITC) values. Selected items were paired based on ITC, and randomly assigned to either Form A or Form B. The newly created forms yielded acceptable alpha coefficients, indicating satisfactory reliability. The coefficient of equivalence between the two forms was high, indicating that the two tests are acceptable alternate forms of the SALSA©.
"]},{"key":"dc:title","label":"Title","values":["An Evaluation of Alternate Forms of Reliability of the Situational Assessment of Leadership: Student Assessment (SALSA©)"]}]}],"canonical_facts":{"dc:contributor":["Dr. Elizabeth Schoenfelt (Director), Dr. Reagan Brown, Dr. Andrew Mienaltowski"],"dc:creator":["Wade, Ashley N."],"dc:description.abstract":["The primary goal of the current study was to re-evaluate, revise, and abbreviate alternate forms of the Situational Assessment of Leadership: Student Assessment (SALSA©) developed by Grant (2009). Archival response sets collected from individuals with extensive experience in leadership who were administered either the full-length SALSA© or Form A or B in previous studies. A total of 80 individual response sets comprised the final sample. Items were categorized by p-value and Subject Matter Expert ratings gathered from the previous study. Items were then selected based on a combination of difficulty and item-total correlation (ITC) values. Selected items were paired based on ITC, and randomly assigned to either Form A or Form B. The newly created forms yielded acceptable alpha coefficients, indicating satisfactory reliability. The coefficient of equivalence between the two forms was high, indicating that the two tests are acceptable alternate forms of the SALSA©.
"],"dc:identifier":["https://digitalcommons.wku.edu/theses/1059"],"dc:subject":["judgment tests assessment","educational leadership","situational assessment","Personality and Social Contexts","Psychology"],"dc:title":["An Evaluation of Alternate Forms of Reliability of the Situational Assessment of Leadership: Student Assessment (SALSA©)"],"dc:type":["Thesis"],"thesis:degree_discipline":["Department of Psychology"],"thesis:degree_name":["Master of Arts"]},"updated_at":"2026-07-24T06:08:09Z"}